Pedagogical Foundations of Dogme

Dogme has its roots in communicative language teaching (in fact Dogme sees itself as an attempt to restore the communicative aspect to communicative approaches). Dogme has been noted for its compatibility with reflective teaching and for its intention to “humanize the classroom through a radical pedagogy of dialogue”. It also shares many qualities with task-based language learning and only differs with task-based learning in terms of methodology rather than philosophy. Research evidence for Dogme is limited but Thornbury argues that the similarities with task-based learning suggest that Dogme likely leads to similar results. An example is the findings that learners tend to interact, produce language and collaboratively co-construct their learning when engaged in communicative tasks.